Abstract

In this article I explore reflexive and reflective practices in education and research emphasising their distinctions and benefits for professional learning, examining their role in shaping positionality, and discussing various methods for capturing these approaches. To further illustrate these ideas, a self-reflective academic researcher account is provided, offering a multi-dimensional exploration that enhances clarity and depth to these processes. This self-reflective account demonstrates how personal values, experiences, perspectives, and biases can influence our professional practice. It also demonstrates how engaging in these processes can add rigour and transparency to research and the writing up process. By providing a structured overview, practical tools, and an applied example, this article aims to support researchers and practitioners in effectively integrating reflexive and reflective practices. It encourages a deeper understanding of how these approaches contribute to meaningful professional growth and ethical, informed decision-making.

Keywords: qualitative research, collaborative research, reflective practice, reflexivity, positionality, self-reflection, practitioner research

How to Cite:

Formby, L. K., (2026) “From Insight to Impact: Reflexivity and Reflection in Educational Research”, Focus on Practice (Wales Journal of Education), doi: https://doi.org/10.16922/focus16